Scholars Identify 5 Keys to Urban School Success
By Debra Viadero
A comprehensive report on improving urban elementary schools has emerged from 15 years of data in Chicago. The report argues that there are five keys to school improvement and all five must be present for real success. The absence of even one will lessen the chances of school improvement significantly.

Based on a series of studies drawn from the database that the consortium has built up over the years, the five ingredients are:
• Strong leadership, in the sense that principals are “strategic, focused on instruction, and inclusive of others in their work”;
• A welcoming attitude toward parents, and formation of connections with the community;
• Development of professional capacity, which refers to the quality of the teaching staff, teachers’ belief that schools can change, and participation in good professional development and collaborative work;
• A learning climate that is safe, welcoming, stimulating, and nurturing to all students; and
• Strong instructional guidance and materials.

The authors note that this a counter narrative to much in current school reform approaches. It also notes that truly disadvantaged schools-47 out Chicago’s 482 K-8 schools-need even more in terms of social service support. It cites The Harlem Children’s zone as an example. The authors still feel such schools can be turned around.

I found it important to note %10 of these school are described as “Truly Disadvantaged.” While the number is significant it is important to realize over %90 of the country’s third largest urban area is not in this category and application of the five ingredients cited should help turn these schools around.